##### v1
###### Usability
Our Review Process

Showing:

### Overall Summary

The instructional materials for Ready Grade 5 meet the expectation for alignment to the CCSS. In Gateway 1, the instructional materials meet the expectations for focus by assessing grade-level content and spending at least 65% of class time on the major clusters of the grade, and they are coherent and consistent with the Standards. In Gateway 2, the instructional materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, and they connect the Standards for Mathematical Content and the Standards for Mathematical Practice.

###### Alignment
Meets Expectations
###### Usability
Meets Expectations

### Focus & Coherence

The instructional materials for Ready Grade 5 meet the expectation for focusing on the major work of the grade and having a sequence of topics that is consistent with the logical structure of mathematics. The materials do not assess topics before the grade level indicated, spend at least 65% of class time on the major clusters of the grade, and are coherent and consistent with the Standards.

##### Gateway 1
Meets Expectations

#### Criterion 1.1: Focus

Materials do not assess topics before the grade level in which the topic should be introduced.

The instructional materials for Ready Grade 5 meet the expectations for not assessing topics before the grade level in which the topic should be introduced. Overall, the materials assess grade-level content and, if applicable, content from earlier grades.

##### Indicator {{'1a' | indicatorName}}
The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.

The program provides Interim Assessments available in the student edition and online for each unit. There is a separate Ready Assessments book containing three assessments. There are also two versions (Form A and Form B) of the Mid-Unit and Unit assessments for each of the units.

Assessments contain grade-level content questions. Examples of questions include the following:

• Ready Assessments book Assessment 1 Assessment Problem 25 asks students which number is three hundred thirty and seventy-six thousandths. Students are given a choice of four numbers, and each of the distractors represents a misconception students may have about decimals and place value. (5.NBT.A)
• Unit 2 Assessment Problem 13 provides students with two expressions, a unit fraction divided by a whole number and a whole number divided by a unit fraction. Students select the situations that could be modeled by these expressions. (5.NF.7)

Overall, assessment items are aligned to Grade 5 standards.

#### Criterion 1.2: Coherence

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.

The instructional materials for Ready Grade 5 meet the expectation for students and teachers using the materials as designed devoting the majority of class time to the major work of the grade. Overall, the instructional materials spend at least 65% of class time on the major clusters of the grade.

##### Indicator {{'1b' | indicatorName}}
Instructional material spends the majority of class time on the major cluster of each grade.

The instructional materials reviewed for Ready Grade 5 meet the expectations for spending the majority of class time on the major clusters of the grade including all clusters in 5.NBT and 5.NF along with 5.MD.C. To determine focus on major work, three perspectives were evaluated: the number of units devoted to major work, the number of lessons devoted to major work, and the number of instructional days devoted to major work. Of the three perspectives, the number of instructional days is most representative and was used to determine the score for this indicator.

• Grade 5 instruction is divided into five units. Unit 1 addresses 5.NBT. Unit 2 addresses 5.NF. Half of Unit 4 addresses 5.MD.C. Therefore, 2.5 out of 5 units, approximately 50 percent, focus on major work of the grade.
• Grade 5 instruction is divided into 31 lessons. Twenty-two out of 31 lessons, approximately 71 percent, focus on major work of the grade.
• Grade 5 instruction consists of approximately 161 instructional days. One hundred and thirty-seven out of 161, approximately 85 percent, of the instructional days focus on major work of the grade.

#### Criterion 1.3: Coherence

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.

The instructional materials for Ready Grade 5 meet the expectation for being coherent and consistent with the Standards. Overall, the instructional materials have supporting content that enhances focus and coherence, are consistent with the progressions in the Standards, and foster coherence through connections at a single grade, where appropriate and required by the Standards.

##### Indicator {{'1c' | indicatorName}}
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The instructional materials reviewed for Grade 5 meet expectations for supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade.

Examples of the connections between supporting work and major work include the following:

• Unit 4 Lesson 21 Convert Measurement Units (5.MD.1) is connected to the major work of computation with decimals (5.NBT.7). Students compare different units of measure within the same system, for example, meters to kilometers; and compare different units of measure between systems, for example, standard to metric. Students complete tables where they use the four operations to make comparisons.
• Unit 4 Lesson 22 Solve Word Problems Involving Conversions (5.MD.1) is connected to the major work of computation with multiplication and division of fractions (5.NF.4). Students apply the concept of converting between units of measure to real-world problems.
• Unit 4 Lesson 23 Make Line Plots and Interpret Data (5.MD.2) is connected to operations using fractions (5.NF.A and B).

##### Indicator {{'1d' | indicatorName}}
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.

The instructional materials reviewed for Ready Grade 5 meet the expectations for the amount of content designated for one grade-level being viable for one school year in order to foster coherence between grades. The suggested pacing includes 132 days of lessons, 15 days of Math in Action, and another 14 days for assessment making 161 days of materials. According to the Teacher Guide, pages A42-A43, each lesson is expected to last between 30-45 minutes.

##### Indicator {{'1e' | indicatorName}}
Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.

The instructional materials reviewed for Ready Grade 5 meet the expectation for being consistent with the progressions in the standards. Content from prior grades is identified or connected to grade-level work, and students are given extensive work with grade-level problems.

Overall, materials develop according to the grade-by-grade progressions in the Standards. Typically, material related to prior and future grades is clearly identified or related to grade-level work.

The materials relate grade-level concepts to prior knowledge from earlier grades. Each Lesson Overview provides a Learning Progression. The Learning Progression explains connections between prior grades and the lesson. For example, in Unit 3 Lesson 20 the progression states, “In Grade 4 students analyzed number and shape patterns. They described and generated number patterns and identified explicit rules in patterns.” Additionally, each unit begins with a progression overview document. This document connects grade level concepts to specific standards from prior grades, and this document also connects grade-level concepts to future standards. Student prior knowledge is activated and connected to new skills and concepts on the first day of each lesson in Use What You Know. For example, in Unit 1 Lesson 5 students are reminded that "(i)n grade 4, you multiplied two-digit numbers by two-digit numbers. Now you'll multiply three-digit numbers by two-digit numbers."

The instructional materials provide given extensive work with grade-level problems. Lessons provide grade-level problems for students. Students spend three, four, or five days in a lesson working with grade-level standards. During modeled and guided instruction, students explore ways to solve problems using multiple representations and prompts to reason and explain their thinking. The guided practice allows students to solve problems and discuss their solution methods. The independent practice provides students the opportunity to work with problems in a variety of formats to integrate and extend concepts and skills. The Practice and Problem Solving Guide provides additional practice problems for each of the lessons, and the back of the Practice and Problem Solving Guide provides problems for additional skills practice. Each lesson also has math center activities which provide additional practice with grade-level problems.

##### Indicator {{'1f' | indicatorName}}
Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.

The instructional materials reviewed for Ready Grade 5 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards. Overall, the materials include learning objectives that are visibly shaped by CCSSM cluster headings and problems and activities that connect two or more clusters in a domain or two or more domains, when these connections are natural and important.

Instructional materials are clearly shaped by CCSSM cluster headings. The units are divided into instruction focused on domains. Grade 5 standards are clearly identified in the Table of Contents and a CCSSM Focus box found at the beginning of each lesson. Additionally, a CCSSM Correlation Chart identifies which lessons address specific standards. Instructional materials shaped by cluster headings include the following examples:

• Unit 1 Lesson 2 Understand Powers of Ten is shaped by 5.NBT.A, understand the place value system.
• Unit 2 Lesson 10 Add and Subtract Fractions in Word Problems is shaped by 5.NF.A, use equivalent fractions to add and subtract fractions.
• Unit 4 Lesson 24 Understand Volume is shaped by 5.MD.C, geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Instructional materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where the connections are natural and important.

• Unit 5 Lesson 29 connects graphing data (5.G.A) to numerical patterns (5.OA.3).
• Unit 1 Math in Action connects place value understanding (5.NBT.A) to operations with multi-digit numbers, including those with decimals (5.NBT.B).
• Unit 1 Lesson 1 connects understanding place value (5.NBT.A) to performing operations with whole numbers and decimals (5.NBT.B).

### Rigor & Mathematical Practices

The instructional materials for Ready Grade 5 meet the expectation for aligning with the CCSS expectations for rigor and mathematical practices. The instructional materials attend to each of the three aspects of rigor individually, and they also attend to the balance among the three aspects. The instructional materials emphasize mathematical reasoning, identify the Mathematical Practices (MPs), and attend to the full meaning of each practice standard.

##### Gateway 2
Meets Expectations

#### Criterion 2.1: Rigor

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.

The instructional materials for Ready Grade 5 meet the expectation for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application. The instructional materials develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, spend sufficient time working with engaging applications, and do not always treat the three aspects of rigor together or separately.

##### Indicator {{'2a' | indicatorName}}
Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

The instructional materials reviewed for Ready Grade 5 meet the expectation for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings. Students use pictures, manipulatives, and models to demonstrate conceptual understanding.

The Teacher Resource Book contains a section called Concept Extension that provides teachers with additional ways to support building students’ conceptual understanding. Examples of how the Concept Extension supports teachers in building conceptual understanding include:

• Unit 1 Lesson 3 is focused on how to deepen students’ understanding of the relationship between fractions and decimals (5.NBT.3) through representations of decimals and fractions on place value charts, number lines, and double number lines.
• Unit 5 Lesson 29 provides guidance to explore coordinates with decimal values (5.G.2). Students are asked to graph points on a coordinate plane with decimal values, i.e. (1, 6.50), (3, 3.50), etc.

Clusters 5.NBT.A and 5.NBT.B focus on understanding the place value system and performing operations with multi-digit whole numbers and decimals to hundredths.

• In Unit 1 Lesson 3 Read and Write Decimals (5.NBT.3) students use a meter stick in pairs to measure pieces of strings given in tenths and hundredths to write down and read decimals correctly. During this lesson, groups of students are also given cards to build a model of expanded from. Students also draw a place-value chart for the number 1.016 and deconstruct sixteen thousandths to create the expanded form. Finally, students create place-value charts and use counters to model decimal numbers given by the teacher.
• In Unit 1 Lesson 6 Divide Whole Numbers (5.NBT.6) students use base ten blocks to estimate quotients and build their understanding of place value by finding partial quotients.

Cluster 5.MD.C addresses concepts of volume and how volume relates to multiplication and addition.

• In Unit 4 Lesson 25 Finding Volume Using Unit Cubes (5.MD.4) students draw models to connect finding the area of a rectangle to finding the volume of a prism. Students show how they can determine the number of cubes in the bottom layer of a rectangular prism without counting them. Student groups get unit cubes and create the bottom layer of a prism and take measurements of the length and width. They continue adding layers to the prism and find its height. Once the prism is built, students calculate the volume then check their work by counting the cubes.
##### Indicator {{'2b' | indicatorName}}
Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.

The instructional materials reviewed for Ready Grade 5 meet the expectation for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. The materials provide opportunities to attend to procedural skill and fluency throughout the course, including fluency of multiplying multi-digit whole numbers using the standard algorithm (5.NBT.5).

All lessons provide an opportunity for students to use computation skills. Each lesson contains a Building Fluency section which is designed to be used twice during a lesson. The Student Practice and Problem-Solving Book contain fluency practice pages, and Math Center Activities are included in the Teacher Toolbox which include activities for both procedural skill and fluency.

• Unit 1 Lesson 5 focuses on multiplying multi-digit whole numbers using the standard algorithm, which is the fifth grade fluency. The lesson connects partial products to the standard algorithm. In addition, the Practice and Problem Solving Book for this lesson has students practice using the standard algorithm.
• Units 1 and 5 Math in Action integrates multi-digit multiplication (5.NBT.5).
• In Unit 2 Lessons 10 and 11 students add and subtract fractions with different numerators and denominators (5.NF.A).
• In Unit 3 Lesson 19 students write and evaluate expressions containing parentheses, using whole numbers, fractions, and decimals (5.OA.A).

iReady Door 24 Plus is a free iPad app for fact fluency practice and is only available on the Apple platform. The game includes the fluencies for Grade 5.

##### Indicator {{'2c' | indicatorName}}
Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade

The instructional materials reviewed for Ready Grade 5 meet the expectation for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics without losing focus on the major work of each grade.

Opportunities to work with engaging applications are provided throughout the instructional materials. Each unit contains a lesson called Math in Action where students are exposed to non-routine problems that contain many points of entry, have more than one possible solution, integrate multiple standards, and include a Persevere on Your Own section. During guided practice Try It and independent practice Practice by Myself, students apply what they have learned to solve real-world problems. Most lessons also have an online interactive tutorial for students which features real-world applications. In addition, there are Problem Solving Connection problems where students use multiplication of fractions and mixed numbers (5.NF.6) and use division of unit fractions to solve real-world problems (5.NF.7c). The following are examples of the applications included in the instructional materials:

• In Unit 2 Lesson 16 students are presented with several opportunities to solve real-world problems that involve multiplication of fractions and mixed numbers.
• In Unit 2 Lesson 18 students are presented with several opportunities to solve real-world problems that involve dividing a unit fraction by a whole number and dividing a whole number by a unit fraction.
• In Unit 3 Math in Action Expressions, Patterns and Relationships students analyze and try different approaches to price snacks at a theater, reasoning about whether to use whole dollars or dollars and cents, and evaluate how different entry points yield information. Next, students write and evaluate expressions for different snack combinations, resulting in multiple solutions dependent on the number of combinations. Finally, they estimate the cost for two different program formats.
##### Indicator {{'2d' | indicatorName}}
Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.

The instructional materials reviewed for Ready Grade 5 meet the expectations for balancing the three aspects of rigor. Overall, the three aspects of rigor are not always treated together and are not always treated separately within the materials.

Each lesson contains opportunities for students to build conceptual understanding, procedural skills and fluency, and apply their learning in real-world problems. Lessons are designed so students engage with all three components of rigor at different points in the lesson. During Guided Instruction and Guided Practice, students explore alternative solution pathways to master procedural fluency. During Independent Practice, students apply the concept in real world applications where they need to use both the procedural skills and their understanding of the concept to solve problems with multiple solutions and explain/compare their solutions.

For example, in Unit 1 Lesson 4 Compare and Round Decimals students use place value to estimate and round decimals. They are shown models of number lines, inequality statements ($$<$$, =, $$>$$), and tables to order numbers. They use these same models to determine how best to round numbers and to what value. Students apply their procedural skills to problems with various constraints and use their conceptual understanding of decimal order and place value to explain how their solutions represent the given situation. The Unit 1 Lesson 4 Quiz also includes problems where students demonstrate procedural fluency, a task where students must compare statements and determine their veracity based on underlying concepts of place value and decimals, and a two-part application problem.

Math in Action lessons occur at the end of most units. These lessons focus on application problems where students apply procedural fluency and conceptual understanding to solve problems in a non-routine, real-world context.

#### Criterion 2.2: Math Practices

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice

The instructional materials for Ready Grade 5 meet the expectation for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice. Overall, the materials identify and attend to the full meaning of the MPs, emphasize mathematical reasoning by prompting students to construct viable arguments and analyze the arguments of others, assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others, and attend to the specialized language of mathematics.

##### Indicator {{'2e' | indicatorName}}
The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.

The instructional materials reviewed for Ready Grade 5 meet the expectations for identifying the Mathematical Practices (MPs) and using them to enrich the mathematics content within and throughout the grade.

The MPs for each lesson are identified in the CCSS Focus section as part of the Lesson Overview. SMP TIPs are found in the Teacher Resource Book throughout the lessons, and these tips highlight the integration of particular MPs within the lessons. The MPs are also identified for each lesson in the Table of Contents for the Teacher Resource Book on pages A4-A7.

Some examples of where the MPs are identified and used to enrich the mathematics content include:

• Unit 1 Lesson 4: MPs 1, 2, 4, 5, 6, and 7 are identified in the Lesson Overview. The SMP TIP in the lesson for MP1 states, “Students might not realize it, but the Model It activities are helping them make sense of the problem by presenting a variety of entry points for understanding what the numbers mean and how they are related. Ask students how these models add to their understanding of the problem and ways they could solve it.” The SMP TIP in the lesson for MP4 states, “Support students’ efforts to use mathematical models when they solve problems. Encourage students to represent the quantities in Try It on a number line or in a place-value chart.”
• Unit 2 Lesson 11: MPs 1, 2, 3, 4, 5, 6, 7, and 8 are identified in the Lesson Overview. The SMP TIP for MP5 states, “Take time to demonstrate how to draw a number line with benchmark fractions and give students an opportunity to practice. This number line is a practical tool that students can use in many situations to help the estimate a solution. When students are comfortable constructing this number line, they will use it often.” The SMP TIP for MP6 states, “Encourage students to attend to precision in their pictures and models. Point out the way that the number line and the fraction strips are labeled. Ask students to suggest additional ways to label the models.”
• Unit 4 Lesson 21: MPs 1, 2, 5, 6, and 7 are identified in the Lesson Overview. The SMP TIP in the lesson for MP7 states, “Students are looking for and making use of structure as they examine numerical patterns and relate the pattern to a rule. Encourage students to use a table to help them understand how to convert units of measure.” The SMP TIP in the lesson for MP2 states, “Students use quantitative reasoning to convert measurements. When converting units of measurement, they need to decide whether they should multiply or divide by comparing the relative sizes of the units they are converting.”
##### Indicator {{'2f' | indicatorName}}
Materials carefully attend to the full meaning of each practice standard

The instructional materials reviewed for Ready Grade 5 meet the expectation for carefully attending to the full meaning of each practice standard. Overall, the materials attend to aspects of the mathematical practices (MPs) during different lessons throughout the grade, so when taken as a whole, the instructional materials attend to the full meaning of each MP.

Examples of where the instructional materials attend to each of the MPs include:

• MP1: In the Unit 1 Lesson 8 Try It teachers are prompted to encourage students to verbalize their understanding of the problem before solving the problem. In Unit 2 Lesson 16 students complete problems that involve multiplying fractions. Students have to persevere in completing the problems as they come to recognize that one strategy for fraction multiplication might be more efficient than another.
• MP2: In Unit 4 Lesson 23 students are asked to generate questions to be answered using a line plot. Students then work with partners to answer each other’s questions. In Unit 4 Lesson 25 students reason about how the volume of a box would change if the height of the box changes.
• MP4: In Unit 2 Lesson 10 students model fractions visually to help them determine same-size parts of the whole when adding and subtracting fractions that have different denominators.
• MP5: In Unit 3 Lesson 20 students choose from creating tables, arrays, graphs, or pictures to help them analyze patterns and determine relationships among variables in several problems.
• MP7: In Unit 2 Lesson 15 students look at and use the structure of products greater than one of the factors and products less than one of the factors and predict what will happen with a different factor. In Unit 5 Lesson 21 students look for and make use of structure as they convert between metric units.
• MP8: In Unit 1 Lesson 2 students describe shortcuts that come from reasoning about the patterns they are investigating and state a “rule” for multiplying or dividing by powers of 10. In Unit 3 Math in Action students look for patterns and use repeated reasoning to solve problems.
##### Indicator {{'2g' | indicatorName}}
Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
##### Indicator {{'2g.i' | indicatorName}}
Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.

The instructional materials reviewed for Ready Grade 5 meet the expectation for prompting students to construct viable arguments and analyze the arguments of others. Overall, the materials offer students multiple opportunities to construct viable arguments and/or analyze the arguments of others throughout the materials.

Examples where students are prompted to construct viable arguments and analyze the arguments of others include:

• Unit 1 Lesson 3 Question 19 students choose which of the four answers correctly represents 4.082. The student then answers questions about a fictional student: “Rachel chose D as the correct answer. How did she get the answer? Does Rachel's answer make sense?”
• Unit 1 Lesson 4 Question 4 states: “How does rewriting the fractional part or decimal part of 3.24 make it easier to compare 3.24 to 3.275?”
• Unit 3 Interim Assessment Performance Task students analyze 6 equations from Sophie, who omitted parentheses from the equations to determine which equations are correct and which ones need parentheses. Students also write a letter to Sophie to explain why parentheses were needed in some of the equations.
##### Indicator {{'2g.ii' | indicatorName}}
Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.

The instructional materials reviewed for Ready Grade 5 meet the expectation for assisting teachers to engage students in constructing viable arguments and analyzing the arguments of others concerning key grade level mathematics detailed in the content standards. The materials provide teachers with SMP TIPs to help facilitate students to construct arguments and/or analyze the arguments of others.

Examples where teachers are supported to help students construct viable arguments and analyze the arguments of others include:

• Unit 1 Math In Action Mathematical Discourse 1 has a note for teachers that states, “Invite students to discuss how they might begin to solve this problem. Allow them to describe different approaches, but don’t yet carry through an actual solution.” This is followed by a note for Mathematical Discourse 2 that states, “Explain that students will look at the sample solution on the next page to see one way the problem could be solved. Then they will read it again and discuss what makes it a good solution by using the Problem-Solving Checklist.”
• Unit 2 Lesson 13 SMP TIP states: “Encourage students to share their thinking or solution. This provides an opportunity for students to practice constructing viable arguments and critiquing the reasoning of others. Model and explain how students can explain their reasoning step by step, rephrase each other’s explanations, ask for clarification, or point out the misconception.”
##### Indicator {{'2g.iii' | indicatorName}}
Materials explicitly attend to the specialized language of mathematics.

The instructional materials reviewed for Ready Grade 5 meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of Mathematics.

• The Student Practice and Problem Solving Book has notes at the bottom of the pages where mathematical vocabulary is defined.
• The Teacher Resource Book has Lesson Vocabulary for each lesson with mathematical terms and their definitions.
• Teachers are prompted in the Teacher Resource Book to have students use precise mathematical language. For example, Unit 4 Lesson 24 Let’s Talk About It states, “Remind students that when finding volume, they should label their answer as cubic units.”
• Each lesson has an “English Language Learners” section in the Teacher Resource Book that contains some ways to support vocabulary development for all students.
• Lessons contain language objectives. For example, Unit 1 Lesson 2 states, “Use language of equivalent fractions to describe equivalent decimals.”

### Usability

##### Gateway 3
Meets Expectations

#### Criterion 3.1: Use & Design

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.

The instructional materials for Ready Grade 5 meet the expectations for being well designed and taking into account effective lesson structure and pacing. The instructional materials distinguish between problems and exercises, have exercises that are given in intentional sequences, have a variety in what students are asked to produce, and include manipulatives that are faithful representations of the mathematical objects they represent.

##### Indicator {{'3a' | indicatorName}}
The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.

The instructional materials reviewed for Ready Grade 5 meet expectations for distinguishing between problems and exercises. Each problem or exercise has a purpose.

Students are learning new mathematics and solving problems in the beginning stages of each lesson in the Use What You Know, Find Out More, Reflect, Picture It, and Model It sections. At the conclusion of lesson instruction, students complete exercises in the Guided Practice and Independent Practice that engage them in exercises to practice skills and in problems to apply learning.

The instructional materials provide problems and exercises in both the Ready Instruction book and the Practice and Problem Solving Book. For example, in Unit 2 Lesson 17 Guided Practice students Connect “Ideas About Dividing with Unit Fractions.” They engage in problems that ask them to compare, analyze and justify equivalence between the division of a unit fraction by a whole number and the multiplication of two equivalent unit fractions. For example ¼ ÷ 4 and ¼ x ¼. During Independent Practice students use their knowledge of equivalent unit fractions to solve one problem from a choice of two. Their solutions must include a model of the problem, and a multiplication and division equation that represent the problem.

##### Indicator {{'3b' | indicatorName}}
Design of assignments is not haphazard: exercises are given in intentional sequences.

The instructional materials reviewed for Ready Grade 5 meet the expectations that the design of assignments is not haphazard and that the exercises are given in intentional sequences.

Problem sets and daily practice exercises relate to the mathematical concept developed in each lesson. The sequence of topics in each unit is intentionally planned to move from working with concrete and pictorial representations to more abstract work with numbers and computation. Each unit has a progressions chart showing what students have learned in previous grades connected to what they will learn in Grade 5 and how this will relate to what they will learn in future grades. Each lesson has a Learning Progression section in the lesson overview of the Teacher Resource Book which states what was learned in the previous grade, what students are learning in Grade 5 and how it relates the current lesson, and what will happen in the next grades.

Concepts are explored and developed in daily lessons and reinforced through partner work and independent practice. Lessons are designed using a scaffolded approach. Students are guided by the teacher in the beginning of instruction, move toward work with partners or in small groups, and finally work independently. For example, in Unit 2 lessons are sequenced to build understanding of fractions as numbers and operations with fractions. Instruction begins in Lesson 10 with students adding and subtracting fractions with unlike denominators using pictorial and symbolic representations as well as number lines. Lesson 11 requires students to work with real world contexts to apply the strategies learned in Lesson 10. Students connect fractions as division in Lesson 12. Multiplication of fractions with area models and multiplication as scaling appears in Lessons 13 through 15. In Lesson 16, students solve word problems requiring multiplying fractions. Finally, students divide with unit fractions in Lesson 17 and apply this knowledge in Lesson 18 with word problems in various contexts. The culminating Math in Action requires students to use the learned knowledge about fractions to solve given real-world problems and incorporates all Unit 2 operations with fractions.

##### Indicator {{'3c' | indicatorName}}
There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.

The instructional materials reviewed for Ready Grade 5 meets expectations that there is a variety in what students are asked to produce.

Students are expected to respond and produce solutions in various ways. They are asked not only to produce answers but to provide evidence through drawings, representations, and written explanations. Students are often asked to analyze and defend the work of others. They must justify their conclusions with verbal statements and mathematical reasoning.

Lessons are designed with a consistent routine that includes whole group, partner, and independent work. The Picture It, Model It, Connect It, and Try It portions of each lesson require students to represent the problem in a drawing and make connections between the drawing and the equations. The Pair/Share portion of each lesson asks students to discuss their approaches to solving problems with another student, promoting students to justify their work and reason through the work of others. Question types vary and include multiple choice, true/false, draw a model, short answer, solve, explain, find the mistake, and multi-step performance tasks. Students are asked to produce various answers for the mathematical content that is the focus of each lesson. For example, in Lesson 23 students complete short answer questions based on interpreting a line plot, create line plots based on reading a problem or interpreting information given through pictures, answer true-false and multiple choice items, and reflect on their learning by completing a Self Check page.

##### Indicator {{'3d' | indicatorName}}
Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.

The instructional materials reviewed for Ready Grade 5 meet expectations for providing manipulatives that are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.

In the Hands-On Activities found within each lesson students use a variety of manipulatives including number cubes, unit cubes, fact triangles, hundreds charts, base-ten blocks, clocks, stopwatches, volume containers, and pattern blocks. Students are frequently asked to look at a manipulative model and create a math equation from the representation. For example, in Lesson 10 students use fraction tiles to model equivalent fractions in order to help them add and subtract fractions with unlike denominators.

Throughout the materials, various manipulatives are introduced and used in lessons. Their use is appropriate for the mathematics content represented. For example, in Lesson 7 students use base-ten blocks to model and solve a subtraction problem. Then they use a place value chart to line up decimals for addition and subtraction. Students discuss and make sense of the models connecting the place value model to the traditional algorithm. Finally, students have to select all the models in a multiple choice problem that represent a subtraction expression, showing understanding of the connection between the manipulatives and written representation.

##### Indicator {{'3e' | indicatorName}}
The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

The visual design of the instructional materials reviewed for Ready Grade 5 is not distracting or chaotic, and supports students in engaging thoughtfully with the subject.

The format of each lesson is consistent in both the Teacher Resource Book and Student Instruction Book. The pictures within the Student Instruction Book and the Interactive Tutorials on the Ready Teacher Toolbox are colorful, engaging, and represent items that are relevant to children.

The students have adequate space to work within the Student Instruction Book and Practice and Problem Solving Book. Each lesson for the teacher and student has a consistent layout throughout the series. The pictures match the concepts addressed. For example, in Unit 2 Lesson 13 there are two Interactive Tutorials: Tool Bellas Cella and Multiplying a Whole Number and a Fraction. The objective of the second tutorial is: “Model the product of a whole number and a fraction and the product of two fractions with area and number line models.” The animation begins with a problem involving a 6 mile bicycle race where the character gets a flat tire ⅔ through the race. Students are asked to determine how far the character had ridden and to use area models and number lines to multiply both whole numbers by fractions and fractions by fractions. They are also introduced to improper fractions and lowest terms.

#### Criterion 3.2: Teacher Planning

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.

The instructional materials for Ready Grade 5 meet the expectations for supporting teacher learning and understanding of the Standards. The instructional materials support: planning and providing learning experiences with quality questions; contain ample and useful notations and suggestions on how to present the content; and contain explanations of the grade-level mathematics in the context of the overall mathematics curriculum.

##### Indicator {{'3f' | indicatorName}}
Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.

The instructional materials reviewed for Ready Grade 2 meet expectations that materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. Support is provided in the following ways:

• Step by Step in each lesson organizes content into chunks for student learning and includes guiding questions, key points, and teacher prompts. For example, in Lesson 10 students are presented a problem about determining how much water is in a bottle, and teachers are prompted with: “Discuss the meaning of the problem. Ask: What operation will you use to find the solution? [Subtraction, because Gavin had some water and drank some, and the problem is to find how much is left.]”
• The Mathematical Discourse section in each lesson includes questions to engage students and advance their mathematical understanding. For example, Lesson 25 Mathematical Discourse prompt states: “Suppose Abigail stands the box up so that it is 4 cm tall. Does the volume of the box remain the same? Explain your reasoning.” Question 2 asks: “What are the dimensions of other prisms that also have a volume of 24 cubic centimeters?” The idea of thinking of volume as layers of cubes is explored in the corresponding Visual Model section provided for the teacher.

##### Indicator {{'3g' | indicatorName}}
Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The instructional materials reviewed for Ready Grade 5 meet expectations that they contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The instructional materials provide resources to support teacher planning.

• The Teacher Resource Book provides a separate pacing guide for the year, month, week, and day.
• The Unit Overview page includes lesson titles, page numbers, the primary and supporting standards, prerequisite skills, content objectives, learning progressions, lesson vocabulary, and a detailed pacing guide for whole and small group instruction for each lesson.
• Two Common Core correlation charts, Ready Instruction Correlation and Interim Assessment Correlation, are included.
• The Cognitive Rigor and Ready Chart lists specific questions identified as DOK level 3.

The Teacher Resource Book contains components to assist with lesson delivery.

• At a Glance explains what students will be doing during each component of the lesson.
• Step by Step organizes the lesson into chunks and provides guiding questions.
• SMP Tips highlight specific Standards for Mathematical Practice.
• Mathematical Discourse includes questions to engage students and advance their learning. Possible answers and key ideas to listen for in student responses are included.
• Try It Solutions provide complete explanations and multiple solutions.
• Concept Extensions, ELL Support, and Visual Models provide support, suggestions, and strategies to engage students with activities that support varied abilities.
• Solutions in the Independent Practice section includes a correct response, at least one possible solution method, and the DOK level for the problems.
• Quick Check and Remediation includes an exit slip to monitor understanding. A chart includes error analysis and remediation suggestions.
• Hands-On Activity extends the concepts and skills using manipulatives and a collaborative group approach.
• Challenge Activity extends the learning of those students who have mastered the skills and concepts.

The Teacher Toolbox found online contains the following technology components to assist with lesson delivery:

• Interactive Tutorials are referenced as part of Day 1 instruction for most lessons and provide interactive video clips for delivery of student mathematical learning.
• i-Ready Door 24 Plus is a free iPad app for fact fluency practice but is not explicitly included in the Teacher Resource Book for instruction.

i-Ready (available for additional purchase and used by most Ready users) is an Online Diagnostic and Instruction component.

##### Indicator {{'3h' | indicatorName}}
Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.

The instructional materials reviewed for Ready Grade 5 meet expectations for containing a teacher’s edition in print and online that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their knowledge of the subject, as necessary.

In each lesson, information is provided for the teacher to understand and make connections between the mathematical content and practices, errors or misconceptions that may arise, and the rationale behind specific lesson parts.

• In Unit 2 Lesson 15 the Learning Progression states, “In this lesson, students are introduced to the concept of multiplication as scaling or resizing using visual models. They understand a product in terms of the relationship between a quantity and a resizing factor. Students reason about the size of the product when one factor is multiplied by a number greater than 1, a number less than 1, and a number equivalent to 1.”
• In Unit 5 Lesson 29, the SMP TIP for MP4 states, “Students use a coordinate plane to model the relationship between the number of games played and the amount of money left. Discuss how the relationship shown visually in the graph is also modeled in the equations and table on the previous page.” The Concept Extension for this lesson coordinates with decimal values that are explored.

Throughout Ready Grade 5 there is guidance for teachers that identifies and connects the underlying mathematics of a lesson. These are written in adult language.

##### Indicator {{'3i' | indicatorName}}
Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.

The instructional materials reviewed for Ready Grade 5 meet expectations for containing a print teacher’s edition (in print and in the on-line Teacher Toolbox) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.

Each unit begins with a Lessons Progressions Chart. This chart begins by listing lessons that students are building upon. These lessons can come from previous grades and from Grade 5. For example, Unit 4 Lesson 27 builds upon Grade 3 Lesson 27 and Grade 5 Lessons 25 and 26. The chart also lists lessons that students are preparing for. For example, Unit 4 Lesson 24 is preparing students for Grade 6 Lesson 25 and Grade 7 Lesson 23.

Each Lesson Overview includes a Learning Progression section. This section begins with an explanation of how the lesson builds on prior knowledge from Grade 4. The Learning Progression explains the lesson's overall connection to Grade 5 and the mathematical content of the lesson. This section also explains connections to Grade 6 and, if appropriate, to other future grades.

##### Indicator {{'3j' | indicatorName}}
Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).

The instructional materials reviewed for Ready Grade 5 provide a list of lessons in both the printed and digital versions of the Teacher Resource Book that cross-reference lessons and standards and provide an estimated instructional time for each unit, chapter, and lesson.

• A Year-Long Pacing Guide recommends the number of days for each lesson, including assessments. Lessons include recommended minutes per day.
• The Unit Overview provides the focus standard for each lesson.
• The Correlation Chart correlates the Common Core Standards with each instructional lesson.

##### Indicator {{'3k' | indicatorName}}
Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.

The Ready Grade 5 instructional materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.

The Practice and Problem Solving Book includes a Family Letter for each lesson. The letter includes an explanation of the math and an activity for the family to use at home. A Spanish version of the letter is available online in the Teacher Toolbox.

##### Indicator {{'3l' | indicatorName}}
Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

The Ready Grade 5 instructional materials contain explanations of the instructional approaches of the program and identification of research-based strategies.

The Teacher Resource Book contains the following explanations of the program instructional approaches:

• “Answering the Demands of the Common Core with Ready” details how the program addresses the shifts in the standards.
• “Supporting Research” provides the instructional methods used by Ready, examples of where these methods are found in the program, and research that supports these methods.
• “Cognitive Rigor and Ready” provides a table that combines the hierarchies of learning of Webb (Depth of Thinking) and Bloom (Types of Thinking) and provides a table that charts where higher-complexity items can be found within lessons.
• References are provided at the back of the Teacher Edition. This list details key research reports on math instruction and learning.

#### Criterion 3.3: Assessment

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.

The instructional materials for Ready Grade 5 partially meet the expectations for offering teachers resources and tools to collect ongoing data about student progress on the Standards. The instructional materials provide opportunities for identifying and addressing common student errors and misconceptions, ongoing review and practice with feedback, and having assessments with standards clearly denoted. The instructional materials do not consistently provide strategies for gathering information about students’ prior knowledge or include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers.

##### Indicator {{'3m' | indicatorName}}
Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.

The instructional materials reviewed for Ready Grade 5 partially meet expectations for supporting teachers with strategies for gathering information about students’ prior knowledge within and across grade levels.

Prerequisite skills are listed for each unit and lesson. At the beginning of each unit in the Student Instruction Book students check off skills they already know in the “Self Check.” Filling out the checklist is explicitly called out in the “Step By Step” section at the beginning of the unit in the Teacher Resource Book. Prerequisite support lessons are provided for the teacher within each lesson to review prerequisite concepts or fill in gaps in student knowledge.

However, there are no pretests included within the program or systematic way to gather information about student prior knowledge. The i-Ready online component (available for additional purchase and used by most Ready users) is the tool provided to gather information about prior knowledge.

##### Indicator {{'3n' | indicatorName}}
Materials provide strategies for teachers to identify and address common student errors and misconceptions.

The instructional materials reviewed for Ready Grade 5 meet expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

• The Quick Check and Remediation section at the end of a lesson presents a question to monitor understanding of the content of the lesson. This section includes a chart of incorrect answers, common errors, and remediation suggestions.
• Lesson Quizzes provide the teacher with a Common Misconceptions and Errors section that describes common misconceptions and errors.
• Within lessons themselves, directions instruct teachers to watch for specific errors and misconceptions, and suggestions are provided to address these errors and misconceptions. For example, in the Lesson 9 Quiz students are assessed on dividing decimals and the following misconceptions are listed: “Students may incorrectly place a decimal point; they may not use estimation to check the reasonableness of their answer; they may multiply the dividend or divisor by 10 before dividing; or they may reverse the dividend and the divisor.”

##### Indicator {{'3o' | indicatorName}}
Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

The instructional materials reviewed for Ready Grade 5 meet the expectation for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

Each lesson provides approximately one week of instruction. Over the course of the week, responsibility for the learning process transfers from the teacher to the student. Students move from scaffolded support to independent problem solving. Review and practice is incorporated in each lesson within the Ready Instruction Book and in each homework assignment within the Practice and Problem Solving Book.

Feedback is provided to students throughout lessons. Frequent feedback opportunities to address skills and concepts are provided in the Teacher Resource Book. The Quick Check and Remediation activity within each lesson provides teachers with sample errors and remediation strategies to address those errors. Assessments and Performance tasks include rubrics that can also be used to provide feedback.

##### Indicator {{'3p' | indicatorName}}
Materials offer ongoing formative and summative assessments:
##### Indicator {{'3p.i' | indicatorName}}
Assessments clearly denote which standards are being emphasized.

The instructional materials reviewed for Ready Grade 5 meet the expectation for offering ongoing formative and summative assessments that clearly denote which standards are being emphasized.

• Standards are clearly noted within assessments found in the Mathematics Assessments Teachers Guide.
• An Interim Assessment is provided for each unit. Interim assessments provide standards correlations for each item. This information can be found on the Interim Assessment Correlations chart in the Teacher Resource Book.
• Unit Assessments provide standards correlations for each item. Unit Assessments and correlations are found online in the Teacher Toolbox.
• Lesson quizzes and quick checks are provided for most lessons. These quizzes assess the specific standards being taught in the lesson.

##### Indicator {{'3p.ii' | indicatorName}}
Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

The instructional materials reviewed for Ready Grade 5 partially meet expectations for the inclusion of rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Rubrics are used throughout the course. Rubrics can be found within lessons for some independent practice activities, in quizzes, mid- and unit assessments, Math in Action, unit performance tasks, and in the Assessment Book. The rubrics and scoring guidelines are easy to understand and interpret.

Within lessons rubrics and scoring guidelines do provide guidance for teachers to follow-up, and throughout Ready there is guidance for teachers on behaviors to look for, error alerts, and misconceptions. However, the lesson quizzes, mid- and unit assessments, interim assessments, and the Assessment Books provide little guidance for teachers on how to interpret student performance or suggestions for follow-up. For example, scoring rubrics are provided for Math in Action Lessons and Unit Performance Tasks, but follow-up suggestions based on scoring criteria are not provided.

##### Indicator {{'3q' | indicatorName}}
Materials encourage students to monitor their own progress.

The instructional materials reviewed for Ready Grade 5 encourage students to monitor their own progress.

• There is a self-check for students at the beginning of each unit. It is to be marked both before the unit and then again after the unit. This process is explicitly noted in the Step by Step of the Teacher Resource Book.
• There is a self-check for students at the end of each lesson with a reminder to go back to the unit self-check to see if there is anything they can check off.

#### Criterion 3.4: Differentiation

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.

The instructional materials for Ready Grade 5 meet the expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The instructional materials provide a balanced portrayal of various demographic and personal characteristics. The instructional materials also consistently provide: strategies to help teachers sequence or scaffold lessons; strategies for meeting the needs of a range of learners; tasks with multiple entry-points; support, accommodations, and modifications for English Language Learners and other special populations; and opportunities for advanced students to investigate mathematics content at greater depth.

##### Indicator {{'3r' | indicatorName}}
Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

The instructional materials reviewed for Ready Grade 5 meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

• Each lesson follows a gradual release model in which scaffolded support is withdrawn as students gain mastery. Each lesson consists of four components: Introduction, Modeled and Guided Instruction, Guided Practice, and Independent Practice.
• Lessons are sequenced to build from conceptual understanding, using concrete and pictorial representations to more abstract representations.
• The marginal notes in the Teacher Resource book often suggest ways to support students as a whole and subgroups of students who might need extra support. Notes include sections on vocabulary, concept extensions, visual models, hands-on activities, and real-world connections.
• Each lesson contains a Differentiated Instruction page which contains an Intervention Activity, On-Level Activity, and a Challenge Activity.
• Center Activity PDF’s can be found online in the Teacher Toolbox to help further differentiation.

##### Indicator {{'3s' | indicatorName}}
Materials provide teachers with strategies for meeting the needs of a range of learners.

The instruction materials reviewed for Ready Grade 5 meet expectations for providing teachers with strategies for meeting the needs of a range of learners.

The Teacher Resource Book contains the following support:

• Each lesson includes a section called Small Group Differentiation that consists of three subsections: Reteach, Teacher-led Activities, and Student-Led Activities. Specific lessons from earlier in the material, as well as the previous grade-level material in the series, are identified and can be used to review or fill in gaps in student knowledge. Student–led Math Center activities in three different levels are referenced for additional instruction, if needed.
• The marginal notes in the Teacher Resource Book suggest ways to support students as a whole and provide specific strategies for subgroups of students who might need extra support. This includes sections on vocabulary, concept extensions, visual models, hands-on activities, and challenge activities.
• The Math In Action section for each unit has a Differentiated Instruction page that includes an Intervention and a Challenge Activity.
• The student Practice and Problem Solving book includes three levels of problems (basic, medium, challenge) that include verbal, visual, and symbolic representations.

##### Indicator {{'3t' | indicatorName}}
Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

The instructional materials reviewed for Ready Grade 5 meet expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

When solving problems, students often choose their own solution strategy and/or representation. The embedded tasks are presented using multiple representations (drawings, charts, graphs, numbers, or words) and different solution strategies.

• In Unit 1 Lesson 8 students multiply decimals by whole numbers using decimal grids and partial products.
• In Unit 1 Lesson 9 Hands-on Activity students use a string, meter sticks, and scissors to demonstrate dividing a decimal by a whole number. In Unit 2 Lesson 13 Visual Model the teacher demonstrates fraction multiplication using fraction circles.
• Unit 3 Math in Action features open-ended problems with many entry points and more than one possible solution. For example, students are provided a list of snacks and their cost. Students then “Choose 2 food items. Decide on a selling price for each. Use ordered pairs to compare the amount of money they will take in by selling 0, 1, 2, 3, 4, and 5 of each item. Describe how the numbers in each ordered pair are related.”

##### Indicator {{'3u' | indicatorName}}
Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).

The instructional materials reviewed for Ready Grade 5 meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

The Teacher Resource Book and online Teacher Toolbox contain the following support:

• ELL Support Tips are found in the margin notes of each lesson of the Teacher Resource Book. For example, Unit 2 Lesson 12 includes an English Language Learners Tip: “Show students actual tubes (oil paint or acrylic) or bottles of paint (poster paint) to provide a realistic understanding of the problem context.”
• Prerequisite lessons include specific ELL support as needed. For example, in Unit 5 Lesson 29 there are two prerequisite lessons. Prerequisite Lesson 28 includes an English Language Learners support that states: “Help students understand the meaning of the phrase 'ordered pair.' Point out that order means “arranged in a certain way.” Remind students that a pair is two of an item, in this case, two numbers. Explain that the numbers in an ordered pair are always arranged a certain way.”
• A Differentiated Instruction page is included in some lessons of the Teacher Resource Book. For example, Unit 4 Lesson 24 Understand Volume includes an Intervention Activity, On-Level Activity, and a Challenge Activity.
• Math Center Activities are provided On Level, Below Level, and Above Level.

##### Indicator {{'3v' | indicatorName}}
Materials provide opportunities for advanced students to investigate mathematics content at greater depth.

The instructional materials reviewed for Ready Grade 5 meet expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Materials offer the following instructional support for advanced learners:

• Each lesson of the Teacher Resource Book provides a Challenge Activity that provides students who have mastered the concepts and skills of the lesson with a more sophisticated problem. For example, in Unit 3 Lesson 19 Challenge Activity students insert parentheses into the given expression, 2 x 3 + 4 x 5 - 6, by grouping three of the values and creating an expression equal to 40.
• The Math In Action section for each unit of the Teacher Resource Book has a Differentiated Instruction page that includes a Challenge Activity. For example, Unit 4 Math in Action: Work with Measurement and Data Challenge Activity Backyard Barbecue extends the original problem by having students find out how many pounds of baked beans are needed if between ⅙ and ¼ of the guests are vegetarian.
• A Differentiated Instruction page that provides Challenge activities is included in some lessons of the Teacher Resource Book. For example, Unit 1 Lesson 2 Understand Powers of Ten includes a Challenge Activity to extend patterns of powers of ten.

##### Indicator {{'3w' | indicatorName}}
Materials provide a balanced portrayal of various demographic and personal characteristics.

The instructional materials reviewed for Ready Grade 5 meet the expectation for providing a balanced portrayal of various demographic and personal characteristics.

• The names and situations in the story problems represent a variety of cultural groups.
• Student edition pictures include students from a variety of cultures.
• The Let’s Talk About It section in each lesson includes four faces of various demographics and represents both genders.
• The application problems include real-world situations that are appropriate to a variety of cultural and gender groups.
• Interactive tutorials found online in the Teacher Toolbox represent students of both genders and various ethnicities.

##### Indicator {{'3x' | indicatorName}}
Materials provide opportunities for teachers to use a variety of grouping strategies.

The instructional materials reviewed for Ready Grade 5 provide opportunities for teachers to use a variety of grouping strategies.

The following strategies are found in the Teacher Resource Book:

• The Gradual Release model incorporates teacher led whole and small group instruction for each lesson.
• Pair/Share Tips found in the margin notes prompt students to compare answers and reason with a partner.
• The online Teacher Toolbox provides protocols for the Think-Share-Compare Activities.
• Margin notes within each lesson suggest appropriate grouping strategy - whole, small group, pairs, or individually - in different parts of the lesson.
• The online Teacher Toolbox provides math center activities for each lesson.

##### Indicator {{'3y' | indicatorName}}
Materials encourage teachers to draw upon home language and culture to facilitate learning.

The instructional materials reviewed for Ready Grade 5 provide limited support for teachers to draw upon home language and culture to facilitate learning.

• The online Teacher Toolbox provides a Spanish version of the family letters included in the Practice and Problem Solving book.
• Some English Language Learner support sections found in the margin notes discuss making the connection between the English vocabulary and the Spanish cognate.

#### Criterion 3.5: Technology

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

The instructional materials for Ready Grade 5 integrate technology in ways that engage students in the Mathematical Practices. The digital materials are web-based and compatible with multiple internet browsers, but they do not include opportunities to assess student mathematical understandings and knowledge of procedural skills. The digital materials do not include opportunities for teachers to personalize learning for all students, and the materials offer some opportunities for customized, local use. The instructional materials do not include opportunities for teachers and/or students to collaborate with each other.

##### Indicator {{'3aa' | indicatorName}}
Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.

The Ready Grade 5 digital materials are web-based and compatible with multiple internet browsers. The Teacher Resource Book, Teacher Toolbox, and Student Books are platform neutral and can be accessed on tablets and mobile devices. The i-Ready Door 24 Plus is used for fact fluency, and practice is only available for iPads.

##### Indicator {{'3ab' | indicatorName}}
Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.

The instructional materials for Ready Grade 5 do not include opportunities to assess students’ mathematical understanding and knowledge of procedural skills using technology.

##### Indicator {{'3ac' | indicatorName}}
Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.

The Ready Grade 5 digital instructional materials cannot be customized for individual learners or users. An additional purchase of i-Ready (available for additional purchase and used by most Ready users) does provide adaptive diagnostic and growth measures to support personalized instruction.

There are limited opportunities for the teacher to customize lessons for local use. Ready Teacher Resources include Reteach Ready Instruction Prerequisite Lessons, Tools for Instruction, and Math Center Activities. Prerequisite Lessons and Tools for Instruction are teacher-led activities for use with small groups requiring additional instruction and/or review of prerequisite concepts. Math Center Activities are student-led activities.

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).

The Ready Grade 5 instructional materials do not provide opportunities for teachers to collaborate with other teachers or students to collaborate with other students.

##### Indicator {{'3z' | indicatorName}}
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.

The Ready Grade 5 instructional materials include Interactive Tutorials that are animated interactive lessons assigned to students in their personalized online instruction plan. These tutorials include integrative technology such as interactive tools and virtual manipulatives/objects to engage students in the Mathematical Practices as they model the mathematical content of the lesson.

## Report Overview

### Summary of Alignment & Usability for Ready | Math

#### Math K-2

The instructional materials for Ready Grades K-2 meet the expectations for focus and coherence in Gateway 1. All grades meet the expectations for focus as they assess grade-level topics and spend the majority of class time on major work of the grade, and all grades meet the expectations for coherence as they have a sequence of topics that is consistent with the logical structure of mathematics. In Gateway 2, all grades meet the expectations for rigor and balance, and all grades meet the expectations for practice-content connections. In Gateway 3, all grades meet the expectations for instructional supports and usability. The instructional materials show strengths by being well designed and taking into account effective lesson structure and pacing, supporting teacher learning and understanding of the Standards, and supporting teachers in differentiating instruction for diverse learners within and across grades.​​

##### Kindergarten
###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations

#### Math 3-5

The instructional materials for Ready Grades 3-5 meet the expectations for focus and coherence in Gateway 1. All grades meet the expectations for focus as they assess grade-level topics and spend the majority of class time on major work of the grade, and all grades meet the expectations for coherence as they have a sequence of topics that is consistent with the logical structure of mathematics. In Gateway 2, all grades meet the expectations for rigor and balance, and all grades meet the expectations for practice-content connections. In Gateway 3, all grades meet the expectations for instructional supports and usability. The instructional materials show strengths by being well designed and taking into account effective lesson structure and pacing, supporting teacher learning and understanding of the Standards, and supporting teachers in differentiating instruction for diverse learners within and across grades.​​

###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations

#### Math 6-8

The instructional materials for Ready Grades 6-8 meet the expectation for focus by assessing grade-level topics and spending the majority of class time on major work of the grade. All grades meet the expectations for coherence in Gateway 1 as they have a sequence of topics that is consistent with the logical structure of mathematics. In Gateway 2, the materials for all grades meet the expectations for rigor and balance, and they meet the expectations for practice-content connections. The materials for all grades were reviewed for Gateway 3 and meet the expectations for instructional supports and usability. The instructional materials show strengths by being well designed and taking into account effective lesson structure and pacing, supporting teacher learning and understanding of the CCSSM Standards, and supporting teachers in differentiating instruction for diverse learners within and across grades.

###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations

## Report for {{ report.grade.shortname }}

### Overall Summary

###### Alignment
{{ report.alignment.label }}
###### Usability
{{ report.usability.label }}

### {{ gateway.title }}

##### Gateway {{ gateway.number }}
{{ gateway.status.label }}